Allowing for Student Cognitive Levels in the Teaching of Fractions and Ratios.

Harrison, Bruce; And Others

Journal for Research in Mathematics Education, v20 n3 p288-300 May 1989

Approximately half of a group of 12-year-old students were taught fraction and ratio topics by a concrete process-oriented method. The others were taught in the regular way. The concrete, process-oriented approach resulted in significantly improved achievement in, and attitude toward, fractions and ratios. (Author/DC)